Ideas before symbols 253 Right ideas for children 254 Child-gardening. Child’s activity 255 No sitting still or reading 256 Memory without books 257 Use of the senses in childhood 258 Intellect based on the senses 259 Cultivation of the senses 260 Music and drawing 261 Drawing from objects. Morals 262 Contradictory statements on morals 263 The material world and the moral 264 Shun over-directing 265 Lessons out of school. Questioning. At 12 266 No book-learning. Study of nature 267 Against didactic teaching 268 Rousseau exaggerates about self-teaching 269 Learn with effort 270 Hand-work. The “New Education” 271 The Teacher’s business 272 =Chapter XV.—Basedow and the Philanthropinum= 273-289 Basedow tries to mend religion and teaching 274 Reform needed. Subscription for “Elementary” 275 A journey with Goethe 276 Goethe on Basedow 277 The Philanthropinum opened 278 Basedow’s “Elementary” and “Book of Method” 279 Subjects to be taught 280 French and Latin. Religion 281 “Fred’s Journey to Dessau” 282 At the Philanthropinum 283 Methods in the Philanthropinum 284 The Philanthropinum criticised 285 Basedow’s improvements in teaching children 286 Basedow’s successors 287 Kant on the Philanthropinum 288 Influence of Philanthropinists 289 =Chapter XVI.—Pestalozzi. (1746-1827.)= 290-383 His childhood and student-life 291